Ginanjar Sukma Gumelar, 2015 A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
CHAPTER I INTRODUCTION
This chapter presents the introduction of this paper. It covers background of the research, research questions, aims of the research, scope of the research,
significance of the research, clarification of terms, and organization of the research.
1.1. Background of the Research
The Curriculum 2013, the current curriculum in the national education of Indonesia, will entail lots of changes in the current education system of the country.
For all stages of educational institutions, from elementary school to senior high school, numerous subjects will be dismissed Nuh, 2013. Started from this coming
academic year 20132014, the changes made will be on the process of learning, the number of subjects, and also the learning time will be longer than before. As the
impact of those spreading, this curriculum will cause more unemployed due to the abolition of some subjects at school Aziza, 2013. Therefore, this curriculum causes
pros and cons. The difference between Curriculum 2013 and the School-based Curriculum is
about the competence aspect of knowledge and it puts attitude on the higher priority than skill competencies and knowledge Nuh, 2013. It says that English, Social
Science, and Science subjects will be removed from the subject list in the curriculum for elementary school. Social Science and Science will be intergrated in to other
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Ginanjar Sukma Gumelar, 2015 A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL
Universitas Pendidikan Indonesia |
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subjects, such as Indonesian Language, whereas English can be learned as an extracurricular subject. I wonder if the government forgets that for reaching the bright
future good attitude must be accompanied by knowledge. Moreover, those subjects are very important for chidrens developments. English is the international language,
Social science teaches children how to socialize others, Science tell them about their own nature. I cant imagined how it will be if 6 years in elementary school are wasted
without learning about those three important subjects completely. In junior high school, it says that the students have to be taught more lessons
in Math and Science than the last curriculum and the information and communication technology will be removed because they think this subject is a medium for learning
other subjects. In the last curriculum the students have to determine the major that they want
to take in the second grade of senior high school, but in this new curriculum, they have to do it in the first grade of senior high school. Equal to the system for junior
high school, senior high school will also lose the information and communication technology as one of the subjects.
As for this issue, Minister of education and culture the Minister Anies Baswedan finally expresses the Curriculum implementation Curriculum 2013 K-13
to a limited extent. Based on Permendikbud no. 160, 2014, the implementation of the K-13 in
limited release longest-running until the year 20192020 lesson later.
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Ginanjar Sukma Gumelar, 2015 A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
Permendikbud dated December 11
th
2014 that set the termination policy implementation of the K-13 and the return of the application of the 2006 Curriculum
Curriculum unit level educationKTSP again. In article 4 Permendikbud 1602014, it is stated that primary and secondary
schools can run KTSP until lesson 20192020. Anies Baswedan 2014 stated that the enactment of the K-13, only to a
limited extent in 6.221 unit schools, because the teachers are not yet ready. He spoke as good as any curriculum that runs, the key to its success is the teacher. We used to
rehearse his teacher until ready, he said. In this rule, the enforcement of the K-13 in limited numbered semester
effective March later. Anies confirms that schools are allowed to proceed back to K- 13 implementation of schools that have been running for the past three
semesters. That began the year 20132014 and then lessons. In the meantime, the school returned to apply KTSP will get special attention,
like training for principals, teachers, educational personnel, and superintendent of schools. This focused training to prepare for the implementation of the K-13 in each
school, not only for teachers, but also for Textbooks and Supplementary preparations. Textbooks, inevitably, become required elements in language instruction.
Pinter 2006 claims that textbooks are crucial to instructions. In agreement with this, Brown 2001 also convinces that textbooks are viewed as the most understandable
and the most communal form of material support used in language instruction.
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Ginanjar Sukma Gumelar, 2015 A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
Textbooks are useful in class activities because they can identify what should be taught or learned and indicate the methods should be used Mukundan,
Nimehchisalem, Hajimohammadi, 2011. Textbooks provide materials effectively and economically. Moreover, textbooks also support learners in learning by
themselves Cameron, 2001. Nowadays, most of English teachers in Indonesia use textbooks as a main
source. These teachers who use textbooks as the only one source in their teaching activities treat textbooks like a recipe, a holy book, a springboard, a compass, a
straitjacket, a survival kit, a supermarket, and even a crutch McGrath, 2002. However, some other teachers use them only as supporting media and supplement to
enrich their materials. For those who rely heavily to on textbooks, they should give more attention on the process of choosing the textbooks. The inappropriate choice of
the textbooks will harm instruction itself, include the students. It will cause some misleading to them, especially students who learn English as foreign language
Ansari Babaii, 2002. For that reason, consequently, textbooks analysis is considered as a necessity to do.
According to Harmer 2001, Textbooks analysis is an outclass judgment on how well textbook a book has performed in fact. In other words, this process is
analyzing how appropriate the textbooks can be used in instructions. Textbooks analysis is required in order to control the mass production of textbooks offers by
numerous publishers, because the massive market of textbooks is potential to lead to
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Ginanjar Sukma Gumelar, 2015 A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
a condition where the quality of some English textbooks is illegible Damayanti, 2001.
There has been research of textbooks analysis that identified some weaknesses and strengths of textbooks, for example, the research that found several English
textbooks for young learners were still inappropriate to the learners’ characteristic
conducted by Sundayana and Gustine 2008. The result of their research shows that most of English elementary school textbooks did not include physic activities in using
English and also presented the speaking materials in lowers size. Another research on textbooks analysis was conducted by Yusuf 2008 who
investigated the weaknesses of a high school English textbook. The findings show that not only the textbook provided inappropriate materials for students, but the
textbook also cannot give much help to the teachers in designing their instructions which impact to students’ comprehend to do activities or to get new information in
learning process. The fact above shows that textbook analysis is necessary and important to
help all textbook consumers find a proper textbook. Analysis process is the first step forward in deciding how textbook should be profitable used in classroom. Therefore,
this research aims to analysis suitability of the most used English textbooks to teenagers’ characteristic in public state junior high school in Sumber District, Cirebon
Regency.
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Ginanjar Sukma Gumelar, 2015 A CONTENT ANLYSIS OF THE ENGLISH TEXTBOOKS USED AT JUNIOR HIGH SCHOOL
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
1.2. Research Questions
